Reflecting on the Teaching of Writing
Impact of a Training Process on Secondary Education Teachers
DOI:
https://doi.org/10.18172/con.6838Keywords:
effective practices, reflective teaching, teacher training, writingAbstract
LOMLOE amends Article 102 of the LOE referring to Lifelong Learning to indicate that lifelong learning programmes should adapt contents and methods to progress in science and specific didactics. Furthermore, the document 24 propuestas de reforma para la mejora de la profesión docente, published by the Ministry of Education and Vocational Training in January 2022, states the need to intensify the connection between university and non-university education so that teachers can access training based on scientific evidence. The same document establishes as one of its proposals for improvement the promotion of procedures for the evaluation of teaching performance by means of self-evaluation instruments. In this way, teaching self-evaluation is promoted for training and professional improvement purposes, fostering effective and reflective teaching staff, committed to their development and with practices backed by educational research. The aim of this study was to test the impact of a training process on the teaching-learning of writing -based on self-observation- on the quality of the teaching reflection of 3 Secondary Education teachers, understanding quality as the identification and integration of effective practices for the teaching-learning of writing in the self-reports written about their own practice. To do so, teachers implemented a first session on teaching and learning to write, completed an observation guide and wrote a first reflective self-report. After receiving feedback on their reflective practice in a formative meeting with experts, teachers implemented a second session, applied the observation guide again and wrote a second self-report reflecting on their teaching practice. The results showed a positive effect of the training process based on self-observation, as they identified a greater number of effective practices for teaching and learning writing in their self-reports. Moreover, the integration of these practices was better, as they were better exemplified, defined and reflected upon.
Downloads
References
Alonso Sánchez, G. y Alonso-Cortés Fradejas, M. D. (2023). Observar y auto-observarse: efecto en la calidad de los procesos de enseñanza-aprendizaje de la expresión escrita. En S. Gala Pellicer (Ed.), Proyectos y enfoques innovadores para la didáctica de la lengua y la literatura (pp. 129-149). Dykinson. https://hdl.handle.net/10612/18140
Alonso-Cortés Fradejas, M. D. y Sánchez Rodríguez, S. (2015). Guía para la observación de prácticas de escritura. https://buleria.unileon.es/handle/10612/ 9883
Alonso-Cortés Fradejas, M. D. y Sánchez Rodríguez, S. (2021). Prácticas efectivas observadas en procesos de enseñanza aprendizaje de la composición escrita en Educación Primaria. En J. A. Marín Marín, J. C. de la Cruz Campos, S. Pozo Sánchez y G. Gómez García (Eds.), Investigación e innovación educativa frente a los retos para el desarrollo sostenible (pp. 804-816). Dykinson. DOI: https://doi.org/10.2307/j.ctv2gz3w6t.66
Alsina, Á. y Esteve, O. (2024). Introducción. En O. Esteve y Á. Alsina (Eds.), Hacia una formación transformadora de docentes. Estrategias eficaces para formadores (pp. 13-20). Narcea.
Biggs, J. y Collis, K. (1982). Evaluating the Quality of Learning. The SOLO Taxonomy. Academic Press. https://doi.org/10.1016/C2013-0-10375-3 DOI: https://doi.org/10.1016/C2013-0-10375-3
Bingham, G. E., Gerde, H. K., Pikus, A. E., Rohloff, R., Quinn, M. F., Bowles, R. P. y Zhang, X. Y. (2022). Examining teachers’ early writing knowledge and practices. Reading and Writing, 35(9), 2201-2227. http://doi.org/10.1007/s11145-022-10299-x DOI: https://doi.org/10.1007/s11145-022-10299-x
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of Educational Goals. Longmans.
Byman, R., Krokfors, L., Toom, A., Maaranen, K., Jyrhämä, R., Kynäslahti, H. y Kansanen, P. (2009). Educating inquiry-oriented teachers: students' attitudes and experiences towards research-based teacher education. Educational Research and Evaluation, 15(1), 79-92. http://doi.org/10.1080/13803610802591808 DOI: https://doi.org/10.1080/13803610802591808
Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and teacher education, 5(1), 43-51. https://doi.org/10.1016/0742-051X(89)90018-8 DOI: https://doi.org/10.1016/0742-051X(89)90018-8
Davies, P. (1999). What is evidence‐based education? British journal of educational studies, 47(2), 108-121. https://doi.org/10.1111/1467-8527.00106 DOI: https://doi.org/10.1111/1467-8527.00106
Dewey, J. (1933). How we think. D. C. Heath & Co.
Esteve, O. (2018). Concept-based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model. En J. Lantolf, M. E. Poehner y M. Swain (Eds.), The Routledge Handbook of Sociocultural Theory and Second Language Development (pp. 487-504). Routledge. DOI: https://doi.org/10.4324/9781315624747-31
Graham, S., Harris, K. y Santagelo, D. (2015). Research-based Writing Practices and the Common Core. Meta-analysis and Meta-synthesis. The Elementary School Journal, 115(4), 498-522. https://doi.org/10.1086/681964 DOI: https://doi.org/10.1086/681964
Graham, S., McKeown, D., Kiuhara, S. y Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896. https://doi.org/10.1037/a0029185 DOI: https://doi.org/10.1037/a0029185
Graham, S. y Harris, K. R. (2018). Evidence-based writing practices: A meta-analysis of existing meta-analysis. En R. Fidalgo, K. R. Harris y M. Braaksma (Eds.), Design principles for teaching effective writing: theoretical and empirical grounded principles (pp. 13-37). Brill Editions. https://doi.org/10.1163/9789004270480_003 DOI: https://doi.org/10.1163/9789004270480_003
Iglesias Marrero, J. y Galicia Moyeda, I. (2018). El impacto de la auto-observación en la autoeficacia del docente Universitario. RIFOP: Revista interuniversitaria de formación del profesorado, 32(3), 113-126. http://hdl.handle.net/10201/108516
Kelly, S., Bringe, R., Aucejo, E. y Fruehwirth, J. C. (2020). Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations. Education Policy Analysis Archives, 28, 62-62. https://doi.org/10.14507/epaa.28.5012 DOI: https://doi.org/10.14507/epaa.28.5012
Ko, J. y Sammons, P. (2013). Effective Teaching: A Review of Research and Evidence. CfBT Education Trust.
LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. Teachers College Press.
Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and teacher education, 21(6), 699-715. https://doi.org/ 10.1016/j.tate.2005.05.007 DOI: https://doi.org/10.1016/j.tate.2005.05.007
Ministerio de Educación y Formación Profesional (2022). 24 propuestas de reforma para la mejora de la profesión docente. https://educagob.educacionyfp.gob.es/ dam/jcr:adf4f050-9832-4a88-9cd2-96cd3519c664/documento-de-debate-24-propuestas-de-reforma-profesi-n-docente.pdf
Morgan, D. N. y Pytash, K. E. (2014). Preparing Preservice Teachers to Become Teachers of Writing: A 20-Year Review of the Research Literature. English Education, 47(1), 6-37. http://doi.org/10.58680/ee201426122 DOI: https://doi.org/10.58680/ee201426122
O’Leary, M. (2020). Classroom Observation: A Guide to the Effective Observation of Teaching and Learning. Routledge. https://doi.org/10.4324/9781315630243 DOI: https://doi.org/10.4324/9781315630243
Pincheira, N., Alsina, Á. y Acosta, Y. (2025). Desarrollo profesional del profesorado de matemáticas de Educación Infantil y Primaria: contribuciones de un curso de formación contina sobre el sentido algebraico. Contextos educativos, 35, 87-115. http://doi.org/10.18172/con.6496 DOI: https://doi.org/10.18172/con.6496
Sáinz, M., Sánchez, D., Ganfornina, D., Stolle, A., Simón, I., Durán, B., Cidad, P., Bueno, E., Rojo, J., Casas, J., Lamus, J. F., Bestard, A., Curiel, L. y Hernández, M. (2023). Docencia basada en la evidencia. En S. Álvarez y R. Pinedo (Coords.), Innovación docente en Educación Superior: interacción, participación y colaboración (pp. 247-260). Universidad de Valladolid.
Santagata, R. y Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339-349. https://doi.org/10.1177/ 0022487110369555 DOI: https://doi.org/10.1177/0022487110369555
Schachter, R. E. (2022). What knowledge do early childhood teachers use during literacy instruction? Using stimulated recall to investigate an unexplored phenomenon. Reading and Writing: An Interdisciplinary Journal, 35(9), 2177-2200. https://doi.org/10.1007/s11145-022-10254-w DOI: https://doi.org/10.1007/s11145-022-10254-w
Schön, D. A. (1987). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje de las profesiones. Paidós.
Turvey, K. (2019). Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education. Journal of Education for Teaching, 45(1), 15-30. http://doi.org/10.1080/02607476.2019.1550603 DOI: https://doi.org/10.1080/02607476.2019.1550603
UNESCO. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2020). Guía para el desarrollo de políticas docentes. https://unesdoc.unesco.org/ark:/48223/pf0000374226
Yeh, C. y Santagata, R. (2015). Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses about the Impact of Mathematics Teaching on Learning. Journal of Teacher Education, 66(1), 21-34. https://doi.org/10.1177/0022487114549470 DOI: https://doi.org/10.1177/0022487114549470
Zeichner, K. M. (1993). El maestro como profesional reflexivo. Cuadernos de Pedagogía, 220, 44-49. https://acortar.link/BX1qXX
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 María Benéitez Bayón
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain copyright of articles and authorize Contextos Educativos. Revista de Educación the first publication. They are free to share and redistribute the article without obtaining permission from the publisher as long as they give appropriate credit to the editor and the journal.
Self-archiving is allowed too. In fact, it is recommendable to deposit a PDF version of the paper in academic and/or institutional repositories.
